1. Factors Influencing Achievement

2. School 1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
3. Parent and Community Involvement
4. Safe and Orderly Environment
5. Collegiality and Professionalism

3. Student 9. Home Environment
10. Learning Intelligence/ Background Knowledge
11. Motivation

4. Teacher 6. Instructional Strategies 7. Classroom Management
8. Classroom Curriculum Design

5. Instructional Strategies
From your experience, name a strategy that has a positive impact on student learning
Name some strategies that you think have a positive effect on learning

6. Marzano’s Strategies 9
Background on the Research Leading to An Emphasis on These 9 Strategies

7. Learn to Juggle
Have everyone stand. Tell them they are going to learn the motions to juggle. Start with your right hand.
Cross over the left side of your body with the right hand in a smooth swinging motion ( up then down)
Cross over the right side of your body with the left hand in a smooth swinging motion. ( up then down)
Cross over the left side of your body with the right hand in a smooth swinging motion. ( up then down)
Continue this pattern.
Have them notice some of the following:
This is a new skill
It takes practice
It feels awkward
Your peers can help
It is good to talk about what works and what does not work
"Provide educators with instructional strategies that research shows have the greatest likelihood of positively affecting student learning."

8. Marzano Stategies Nonlinguistic representations Cooperative Learning
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort & Providing Recognition
Homework and Practice
Nonlinguistic representations
Cooperative Learning
Setting Objectives & Providing Feedback
Generating & Testing Hypotheses
Cues, Questions, & Advance Organizers
8. Background on the Research Leading to An Emphasis on These 9 Strategies
Primary focus was the effect of classroom instructional techniques on student achievement
Instructional technique is defined as an alterable behavior on the part of the teachers or students
a behavior that teacher and student can change)
Gathered from results of studies
Studies included students in all grades, all ability levels, all socio-economic levels, in rural and urban/suburban classrooms
When these strategies were used, achievement improved
Greater Levels of success in our classrooms will be to the extent the 9 strategies are worked on across grade levels and subject areas

9. Cooperative Learning Finding:
ES=.73
Cooperative Learning
Finding:
Students who work in cooperative groups consistently outperform students who do not.

10. COOPERATIVE LEARNING: Points to Consider
Organizing groups based on ability levels should be done sparingly.
Size
Used…
However, it is better to use ability level groups than no groups at all Effect on low ability students is worst
Effect on high ability students is small
Effect on medium ability students is positive and moderately strong
Students in groups of 2 show 6% gain in knowledge
Students in groups of 3 or 4 show a 9% gain in knowledge
Students in groups of 5 to 7 show a 1% loss
Cooperative learning should be used consistently and systematically but should not be overused.
Note taker
Time Keeper
Keep on Track

11. Recommendations for Cooperative Learning
Use Informal, Formal and Base Groups
Informal > “pair-share”, “turn to your neighbor”
Formal > groups lasting for several days/weeks
Base groups > long-term groups created to provide students with support throughout a semester or academic year
Purpose: clarify expectations for a task
allow time to process information
provide time for closure

13. Setting Objectives & Providing Feedback
Purpose: clarify expectations for a task
allow time to process information
provide time for closure
Set Learning Objectives or Goals that are specific but flexible
Write on the board
Prepare a written handout
Provide the learning objective or goal orally
Help Students Set Learning Goals
“I want to know”
“I wonder”
“I want to understand”
Communicate Learning Goals to Parents

14. ES=.61
%G=23
Setting Objectives
Set Learning Objectives or Goals that are specific but flexible
Help Students Set Learning Goals
Communicate Learning Goals to Parents
...should be stated in more general rather than overly specific terms
…students should have the opportunity to adapt the goals to their personal
needs and desires with guidance of course!
Learning objectives should be specific yet flexible
Effective for students to learn to write personal learning goals

15. Communicating Learning Goals to Parents
Dear Parents,
During this grading period, we will be studying maps and the spatial organization of the Earth’s surface. By the end of the grading period, your child should be able to demonstrate that he or she
Understand the concepts of absolute and relative location.
Uses scale drawings to determine distances.
Understands and uses geographic databases.
Understands how topography influences the way people live and the extent to which they must depend on others.
Understands how human activity influences the topography of a region.
I will give students feedback on their progress toward these learning goals and will be able to share this information with you over the next nine weeks. If you have any questions….
How is this alike or different from what happens in your school?

16. As a result of what we do today, you will
Activity
Knowledge
to be gained
As a result of what we do today, you will
understand how cold and warm fronts form
use details to support claims in an essay
Read Chapter 2
Complete diorama
Finish writing the essay
Make connections of doing to learning Learning Goal should not be an activity.

17. Statement Learning Activity Learning Goal
Understand that an equation is a number sentence that shows two quantities that are equal
Make a magnet
Design a menu that includes a balance of foods from the food pyramid.
Add and subtract fractions with like denominators
Find the states and their capitals on a map of the United States
Learning goal
Learning Activity
Learning activity
Learning Goal

18. Statement Learning Activity Learning Goal X
Understand that an equation is a number sentence that shows two quantities that are equal X
Make a magnet
Design a menu that includes a balance of foods from the food pyramid.
Add and subtract fractions with like denominators
Find the states and their capitals on a map of the United States
Learning goal
Learning Activity
Learning activity
Learning Goal

19. Statement Learning Activity Learning Goal X
Understand that an equation is a number sentence that shows two quantities that are equal X
Make a magnet
Know the characteristics of a magnet
Design a menu that includes a balance of foods from the food pyramid.
Add and subtract fractions with like denominators
Find the states and their capitals on a map of the United States
Learning goal
Learning Activity
Learning activity
Learning Goal

20. Statement Learning Activity Learning Goal X
Understand that an equation is a number sentence that shows two quantities that are equal X
Make a magnet
Know the characteristics of a magnet
Design a menu that includes a balance of foods from the food pyramid.
Know the elements of the food pyramid and what is meant by a balanced diet
Add and subtract fractions with like denominators
Find the states and their capitals on a map of the United States
Learning goal
Learning Activity
Learning activity
Learning Goal

21. Statement Learning Activity Learning Goal X
Understand that an equation is a number sentence that shows two quantities that are equal X
Make a magnet
Know the characteristics of a magnet
Design a menu that includes a balance of foods from the food pyramid.
Know the elements of the food pyramid and what is meant by a balanced diet
Add and subtract fractions with like denominators
Find the states and their capitals on a map of the United States
Learning goal
Learning Activity
Learning activity
Learning Goal

22. Statement Learning Activity Learning Goal X
Understand that an equation is a number sentence that shows two quantities that are equal X
Make a magnet
Know the characteristics of a magnet
Design a menu that includes a balance of foods from the food pyramid.
Know the elements of the food pyramid and what is meant by a balanced diet
Add and subtract fractions with like denominators
Find the states and their capitals on a map of the United States
Know the states and their capitals
Learning goal
Learning Activity
Learning activity
Learning Goal

23. John Hattie ’92 Harvard research
"The most powerful single
innovation that enhances
achievement is feedback.
The simplest prescription
for improving education must
be dollops of feedback."
Students can effectively provide some of their own feedback (reflective learning)
John Hattie Harvard researcher who reviewed more than 8,000 studies on learning and instruction.

24. Providing Feedback
Be specific: just telling the student that the answer is right or wrong has no effect on achievement
Feedback should be timely
Feedback should be specific to a criterion (rubric)
Students can effectively provide some of their own feedback (reflective learning)
The greater the time between the test or assessment and the feedback, the less the improvement in achievement
e.g. late feedback is worth little more than no feedback

26. Cues, Questions, and Advance Organizers

27. Cues and Questions Use explicit cues
Tell the students what they will be learning
Use KWL chart
Show pictures of intended learning
Provide chart of benchmarks that will be addressed
Ask questions that elicit inferences
Questions about things/people, actions, events, states of being
Use Analytic questions
Requires students to use prior knowledge in addition to the new information being presented
Cues and Questions and Graphic Organizers
Before learning new information, teachers should help students retrieve what they already know about a topic or “activate prior knowledge.”
Cues, questions, and advance organizers are three common ways that a classroom teacher helps students use what they already know about a topic to learn new information.
Cues give hints of what is to be learned.
Analytical and inferential questions asked of students before learning help fill-in the gaps and provide a focus for learning.
Questions structured to appropriate learning level, realizing that higher
level questioning, the deeper the understanding

28. Graphic Organizers Presented in Advance
Graphic organizers also provide students with guidance on what the important information is in a lesson or unit.
They give students direction and also provide a visual representation of the important information.
It is easy to see what is important and the relationships between the ideas and patterns in the information where they exist.
When a teacher asks students to skim learning materials, the teacher provides them with the opportunity to preview the important information that they will encounter later by focusing on and noting what stands out in headings, subheadings, and highlighted information.

29. Sample Advance Graphic Organizer
Main
Topic
Sub-topic
Sub-topic
Sub-topic
Vary the style of advance organizer used:
Tell a story
Summaries of information to introduce specific elements of a concept or topic
Skim a text
When a teacher asks students to skim learning materials, the teacher provides them with the opportunity to preview the important information that they will encounter later by focusing on and noting what stands out in headings, subheadings, and highlighted information, which includes graphs and charts

30. Kinesthetic Representations Physical Representations
%G=27%
Pictograph
Graphic Organizers
Mental Images
Kinesthetic Representations
Physical Representations
Non-Linguistic
Representations

31. Circle Reflect Reflect on these 8 strategies
1. Which strategy peaked your interest and why?
2. Think about the teachers in your building. How will you present these four strategies to them? What will be your plan for seeing the strategies incorporated into classroom work?
Have everyone stand and make a circle inside a circle.
The people on the outside move over one each time you call time.
People on the outside start by telling which strategy peaked their interest. People on the inside tell respond and tell their strategy.
If you have time you can do the second question.